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Lesson 2 - Effective Communication and Teamwork

Mastering Team Communication and Strategic Collaboration

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Year 6

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Outdoor Adventurous Activities

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Big Question

How can effective communication and listening transform our ability to work as a team?

Learning Objectives

To work effectively with others through clear communication and active listening
To respect and value the opinions and contributions of teammates
To demonstrate leadership skills while supporting team objectives

Key Outcomes

Students will communicate effectively during team challenges, using clear verbal and non-verbal communication
Students will demonstrate active listening skills by responding appropriately to teammates' suggestions
Students will show respect for others' opinions and contributions during collaborative activities

Equipment & Resources Required

Hoops

7 (1 per group of 4-5 students)

Distributed around activity area

Alternative: Large rope circles or cones in circles

Rope

7 lengths (2-3 metres each)

Tied into circles for group activities

Alternative: Skipping ropes tied into circles

Balloons

15 (1 per pair plus spares)

Stored in container near main activity area

Alternative: Beach balls or foam balls

Foam Mats

15 (1 per pair plus spares)

Available at relay starting area

Alternative: Pool noodles cut in half or rolled newspapers

Cling Film

2-3 rolls

Keep in safe storage, only use with supervision

Alternative: Stretchy resistance bands or wide fabric strips

Cones

For marking boundaries and obstacles

Alternative: Markers or bean bags

Key Vocabulary

Communication

Exchanging information, ideas, and feelings clearly and effectively with others

Active Listening

Fully concentrating on what someone is saying and responding appropriately

Collaboration

Working together effectively towards a common goal

Leadership

Guiding and inspiring others while working towards team objectives

Respect

Valuing and considering others' opinions, feelings, and contributions

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of following instructions
Experience working in pairs and small groups
Knowledge of simple teamwork principles

Current Skills

Effective verbal and non-verbal communication
Active listening and responding appropriately
Leadership and coaching skills in team situations

Next Steps

Leading complex team challenges with multiple variables
Facilitating group discussions and decision-making
Mentoring younger students in teamwork skills

Milestone Indicators

Spontaneous encouragement and support of teammates

Clear, respectful communication under pressure

Taking initiative to solve team communication problems

Key Teaching Points

Effective teamwork depends on clear communication and active listening from all team members
Trust-building activities require patience, controlled movements, and constant verbal coordination
Leadership can be shown through encouragement and support, not just giving directions
Successful teams adapt their communication style to match the challenge and their partner's needs
Persistence and problem-solving together are more important than achieving every challenge perfectly
Every team member's contribution is valuable, regardless of physical ability or confidence level
Safe, controlled movements enable better coordination than rushing or forcing outcomes

Common Misconceptions

That faster movement equals better teamwork - actually, controlled coordination is more effective
That one person should lead all the time - successful teams share leadership based on strengths
That completing every challenge perfectly is the goal - the learning happens in the process of trying together
That physical strength matters most - communication and strategy are usually more important than strength
That teams should work in silence to concentrate - actually, constant communication improves coordination significantly

SEN Adaptations

ADHD

Use shorter activity bursts with frequent changes, provide clear, immediate feedback, assign specific roles to maintain focus and engagement

dyspraxia

Break complex movements into smaller steps, allow extra practice time for coordination, provide physical guidance and support when needed

autism spectrum

Provide clear visual schedule of activities, allow preparation time for physical contact activities, offer alternative participation methods for overwhelming challenges

visual impairment

Use bright coloured equipment, provide clear verbal descriptions of all activities, assign sighted partners for guidance and support

hearing impairment

Demonstrate all instructions visually, use visual signals and gestures, ensure students can see teacher and partner faces for lip-reading

physical disability

Modify coordination activities for wheelchair users, provide seated versions of standing activities, adapt equipment grip and size as needed

Cross-Curricular Links

English

Developing precise vocabulary for giving instructions, practicing clear communication and active listening skills

Maths

Measuring rope lengths, calculating areas for group activities, timing challenges and recording improvement data

Science

Understanding forces and balance during coordination exercises, exploring concepts of pressure and support in trust activities

PSHE

Building empathy and understanding, developing leadership skills, learning about trust and mutual respect in relationships

Teacher Guidance

Positioning

Move continuously around the space to observe all pairs and groups, positioning for maximum visibility during trust-based activities

Observation Focus

Watch for effective communication strategies, mutual support behaviours, and appropriate physical safety during coordination challenges

Intervention Points

Step in if communication breaks down, safety is compromised, or students become frustrated with challenging activities

Demonstration Notes

Model excellent communication constantly, show how to modify activities for different abilities, demonstrate problem-solving when activities become challenging

Verbal Cues

•'Talk to each other - what do you need to communicate?'
•'Safety first - controlled movements only'
•'Celebrate the process, not just the outcome'
•'What communication strategy helped that team succeed?'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or outdoor area minimum 20m x 15m with clear boundaries and adequate space between groups

Surface Check

Clean, dry, non-slip surface free from obstacles, debris, or hazards that could cause trips or falls

Equipment Safety

Safety Checks

•Check hoops for cracks or sharp edges before use
•Ensure ropes are in good condition without fraying
•Balloons should be appropriately inflated - not over-inflated to prevent bursting
•Foam batons must be soft and free from damage
•Cling film should be used minimally and removed immediately if any student feels uncomfortable

Risk Management

Key Risks

•Collisions between pairs during movement activities
•Falls during back-to-back standing or coordination challenges
•Overexertion during trust-based exercises
•Anxiety or discomfort during close-contact activities

Risk Mitigation

•Clear boundaries and adequate spacing between groups at all times
•Constant supervision during trust-based and coordination activities
•Progressive skill building from simple to complex challenges
•Emphasis on controlled movements and communication before speed
•Alternative participation options for students uncomfortable with physical contact

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all pairs during trust exercises
•Monitor closely during cling film activities for any signs of discomfort
•Watch for appropriate challenge levels - modify if safety is compromised
•Ensure student leaders give safe, appropriate instructions

Emergency Procedures

Stop activity immediately if any student shows distress, assess situation, provide appropriate first aid support, and have alternative activities ready for affected students